Healthy Body Image: A Lesson Plan for High School Students

[Pages:17]Purdue Extension

Consumer & Family Sciences

CFS-737-W

Healthy Body Image

A Lesson Plan for High School Students

Steven P. McKenzie, M.Ed. Continuing Lecturer/Interim Administrator A.H. Ismail Center for Health, Exercise, and Nutrition Purdue Department of Foods and Nutrition Purdue Department of Health and Kinesiology

There are three companion pieces to this publication:

CFS-738-W, Healthy Body Image: Healthy Exercises for Every Body

ces.purdue.edu/extmedia/CFS/CFS-738-W.pdf

This 17-page publication explains and illustrates various cardiorespiratory, flexibility, and resistance exercises. It also discusses who should get a doctor's advice before beginning an exercise program, lists exercises to avoid, and outlines recommended lifting techniques.

CFS-735-W, Healthy Body Image: Being an Advocate for Your Child or Grandchild

ces.purdue.edu/extmedia/CFS/CFS-735-W.pdf

This 15-page publication contains four main sections: 1) understanding weight-related concerns; 2) role modeling a healthy body image; 3) providing a healthy environment; and 4) recognizing signs of a possible eating disorder.

CFS-736-W, Healthy Body Image: A Lesson Plan for Middle School Students

ces.purdue.edu/extmedia/CFS/CFS-736-W.pdf

This 17-page publication provides background information, a lesson plan outline, plus four activities and handouts to teach groups of young teenagers that society often places an unhealthy emphasis on an idealized body image. It teaches that eating nutritious foods and being physically active are the keys to good health.

The main sections of this publication are:

Background for Facilitators, p. 2 Activity 1: Celebrate Your

Unique Qualities ? Facilitator's Notes, p. 4 ? Discussion Outline, p. 5 Activity 2: Mixed Messages:

Living in a Supersized World ? Facilitator's Notes, p. 6 ? Discussion Outline, p. 7 ? Advertising Questionnaire Handout, p. 9 Activity 3: Healthy Eating in a Nutshell ? Facilitator's Notes, p. 10 ? Discussion Outline, p. 10 Activity 4: An Ounce of Exercise

Keeps the Doctor Away ? Facilitator's Notes, p. 13 ? Discussion Outline, p. 14

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Background for Facilitators

The materials in this four-activity unit on healthy body image are intended for use with high school participants. A separate publication lists activities for middle school participants. Activities 1 and 2 are different, based on the intended age level, but the rest of the materials are the same for both age groups. Each activity begins with notes for the facilitator, followed by an outline for a discussion on that topic and, in Activity 2, a master copy of a handout. You will have to provide magazine ads for Activity 2, and you may want to provide copies of CFS-738-W for each participant as part of Activity 4. What follows here is some general background information about body image.

Few things are more central to our long-term health and happiness than how we view ourselves. Our body image is a vitally important part of our self-image. Our perception of our body often is influenced by how we think others view us. Many people feel driven to comply with their perception of how society expects them to look. Not meeting these expectations frequently places people in a state of conflict that results in reduced self-esteem and leads to unhealthy diet and exercise practices. The unhealthy practices commonly associated with body image issues may lead some people to become extremely underweight, while others become overweight or obese. Issues involving body image are present in all age groups and both genders in our society. A healthy body image should be a goal of everyone, regardless of his or her circumstances.

Today, we know a great deal about how lifestyle behaviors (including good nutrition and physical activity) can help us stay healthy (ACSM, 2006, USDA, 2005a). Unfortunately, knowledge alone is not enough to motivate most people to adopt a healthy lifestyle. The number of teenagers who are overweight has risen steadily over the past two decades. In Indiana, 15 percent of teenage respondents to the Youth Risk Behavior Survey conducted by the Centers for Disease Control and Prevention were overweight in 2005, up from 11.5 percent just two years earlier (Indiana State Department of Health, 2005a).

The actual number of Hoosier teens who are overweight contrasts dramatically with the percentages who describe themselves as overweight (the reality versus perception gap), as illustrated in Table 1.

Table 1 illustrates that a significantly high number of teens view themselves as overweight whether they actually are or not. This is especially true among females.

Table 1.

Indiana Teens: Actual Versus Perceived Overweight 2005

Both genders

Actual Percent Overweight

15.0%

Percent Describing Themselves as Overweight

31.9%

Males

20.5%

26.9%

Females

9.2%

37.2%

(Data from: ISHD, 2005a)

An even more exaggerated contrast between reality and perception is apparent when we compare the self-reported diet and exercise behaviors of Hoosier teens with their actual overweight status (see Table 2 on next page).

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(Data from: ISHD, 2005a)

Table 2 illustrates that there is clearly something other than being overweight that is causing teens to be dissatisfied with their body and motivating them to use diet and exercise to accomplish their perceived need for weight loss.

Table 2.

Indiana Teens and Weight Loss-Related Behaviors

Both genders

Actual Percent Overweight

15.0%

Currently Trying to Lose Weight

46.5%

Through Exercise

62.3%

Through Diet

41.8%

Males 20.5% 30.5% 51.6% 27.0%

Females 9.2% 63.1% 73.3% 57.2%

Since many Indiana teenagers state that they are using diet and exercise to reach their weight loss goals, one might ask, "Are they dieting and exercising in line with current national recommendations?" One key recommendation for weight management is to consume the recommended amounts of fruits and vegetables each day (USDA, 2005b). The CDC survey asked Indiana teens whether they ate at least five fruit and vegetable servings per day. Eighty-four point five percent of Hoosier teens surveyed in 2005 said they did not (ISHD, 2005a). Milk consumption is another important dietary indicator. The 2005 survey reports that 16.2 percent of Indiana teens report drinking at least the recommended three 8-ounce glasses of milk per day (ISHD, 2005a), suggesting that 83.8 percent do not. Also high on the list of concerns about the diet practices of Hoosier teens is that 6.8 percent of them say that they take diet pills or use powder or liquid weight loss aids without consulting a physician. Another 5.5 percent admit to vomiting or using laxatives as weight loss strategies (ISHD, 2005a). Clearly, a gap exists between what experts consider to be healthy and the diet and weight loss strategies actually used by Indiana teens.

So what about exercise? According to the 2005 Youth Risk Behavior Survey, 60.2 percent of Indiana teens report receiving an adequate amount of physical activity based on the recommended standards of Healthy People 2010 (ISHD, 2005b). On the flip side, 31.9 percent of Indiana teens report watching at least three hours of television per day on a typical school day, and 10.5 percent state they engage in no regular physical activity. Clearly, a significant portion of Indiana teens can benefit from clearly understanding the recommended quantities of healthy exercise and the role of exercise in weight management.

Teenagers in Indiana, as elsewhere, appear to feel a significant amount of pressure to conform to their perception of how society wants them to look. This pressure, whether self-imposed or external, leads many teens to participate in unhealthy diet and exercise practices. By accepting their body image and clearly understanding what constitutes healthy behavior (including healthy nutrition and physical activity) they can learn to lead healthier and happier lives.

Selected references

American College of Sports Medicine (ACSM) (2006). ACSM's Guidelines for Exercise Testing and Prescription. Philadelphia: Lippincott, Williams and Wilkins.

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Indiana State Department of Health (ISDH) (2005a). Youth Risk Behavior Survey: Nutrition and Health. isdh/dataandstats/yrbs/NutWtFS2005.pdf Indiana State Department of Health (ISDH) (2005b). Youth Risk Behavior Survey: Physical Activity. isdh/dataandstats/yrbs/PhyActFS2005.pdf United States Department of Agriculture (USDA) (2005a). Dietary Guidelines for Americans. DietaryGuidelines United States Department of Agriculture (USDA) (2005b). .

Activity I: Celebrate Your Unique Qualities

Facilitator's Notes

Purpose

This introductory activity is designed to help participants recognize that people are different in many ways, including physically. Some of these differences can be changed by our conscious actions and efforts, while others are outside of our ability to change. Changes in our physical traits during growth and maturation (especially during puberty) are natural, inevitable, and beyond our control. We need to focus on accepting others and ourselves and being the best that we can be, including maintaining our health.

Materials needed

? Paper ? Pens or pencils ? Chalkboard, marker board, easel and pad, or other large writing surface or

masking tape to attach papers to the wall

Suggested delivery format

This activity is meant to be a discussion. A group discussion is suggested, but small groups may be used where applicable. Efforts should be made to engage as many participants as possible in the discussion while being sure to cover the key points.

Objectives

By the conclusion of today's discussion, participants will be able to: ?List three ways different people are unique from each other. ? Be able to list three differences or similarities between the normal growth and development of boys and girls. ?List three things they can do that will promote acceptance and appreciation of unique qualities in others and within themselves.

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Discussion Outline

I. In what ways are people different from each other?

A. List three to five ways that people are different. Write responses on the board or paper. Possibilities are:

1. Different heights. 2. Different weights. 3. Different body builds (slender, muscular, etc.). 4. Different complexions. 5. Different hair colors/types (straight, curly, etc.). 6. Different eye colors. 7. Different preferences. 8. Different likes/dislikes. 9. Different abilities (some of us are good in math, some in writing, some in

art, some in sports, some in music, etc.). 10.Different interests. B. Some things we can change through effort (by studying, practicing, etc.).

C. Some things we can't change, even if we want to (height, eye color, etc.).

D. Some things will change naturally over time whether we want them to or not (height and weight as we grow, preferences, interests, etc.).

II. List three things that you are good at. Of these, what are you best at?

A. Ask volunteers to list their No. 1 item on the board or pad.

B. Discuss that everyone has his or her strengths (and weaknesses).

C. A person's strengths and weaknesses are part of what defines them as a person (these are among their unique qualities).

D. One thing that makes the world interesting is that everyone has his or her own set of unique qualities.

III. Just as with other traits, each of us grows, develops, and matures at different rates.

A. Normal physical growth and development:

1.Involves rapid changes in height, weight, and weight distribution. a.In girls: - Begins earlier than in boys. -Usually begins between 10.5 and 11.5 years (but may be as early as 8 or 9 and as late as 12 or older). - Full physical growth/development is usually reached by age 15.5. -Maturation often accompanies a drop-off in physical activity.

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Healthy Body Image . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lesson Plan for High School Students

b.In boys: -Usually begins between 11 and 13.5 years. - Full physical development is usually reached by age 16 or 17. -Is accompanied by a dramatic increase in muscle and strength. -Early physical maturity gives a great advantage in sports.

2.Is often accompanied by substantial increases in appetite. B. Healthy growth and physical development depend on:

1.A healthy diet that satisfies your hunger (but not dieting). The word "diet" does not always mean losing weight. It also means the usual food and drink that a person consumes, so a "healthy diet" is just another way of saying good nutrition. a.Normal growth and physical development require increased amounts of calories. b.Restriction of calories or nutrients during growth and maturation may lead to growth problems or even health problems later in life.

2.Regular, enjoyable physical activity. C. We will be most satisfied with our growth and development if we:

1.Recognize that we are all different physically (just as we are different in many other ways). a. We each naturally have a certain body type, and that is OK. - Body type (build) is largely hereditary. - Physical fitness is a factor that is within our control. b.Our No. 1 priority should be to stay healthy.

2.Recognize that change is unavoidable and is OK. 3.Accept others for who they are and not how they look. This is the first step

in respect. Showing respect for others will help earn their respect for you.

Take-home message

All of us are different in many ways, both physically and in terms of ability. Some of these qualities are within our power to influence, while others are out our of control. Each of us should focus on staying healthy, being the best we can be, and showing respect for others and their abilities. With maturity comes the capacity to think about how our actions toward others make them feel. And as we learn to think for ourselves, we are better able to cope with how we perceive that others view us.

Selected reference

Cooper, Kenneth H. (1991). Kid Fitness: The Complete Shape-Up Program from Birth through High School. New York: Bantam Books.

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Activity 2: Mixed Messages: Living in a Supersized World

Facilitator's Notes

Purpose

This activity is intended to raise teens' awareness about tactics used by advertisers to sell their products and to help teens look critically at the messages these ads convey. In magazines (and other media) frequented by teens, advertising models represent a homogeneous group of body types. Promotion of certain body types in the mass media makes these the ideal that many teens become highly motivated to strive for. By challenging stereotypes presented in popular media advertising, we can help teens recognize that there is no ideal body type. This may help them move in the direction of accepting their own body type and making the best of it.

Materials needed

? Pens or pencils ? Copes of Advertising Questionnaire handout (page 10) ? Chalkboard, flip chart, marker board, or other large writing surface ? Copies of recent magazines that teens are likely to read, such as Seventeen, Sports

Illustrated, Teen People, ESPN, Skateboarding, etc. One copy of a magazine should be available for each three or four participants.

Suggested delivery format

This activity is designed to be a participatory discussion. Goals include raising awareness and deflating the myth of the ideal body type presented in the mass media.

Objectives

By the conclusion of this activity participants will be able to: ? Describe the ideal media body image for males and females. ? Describe how media images may be enhanced. ?List three implied messages about body type in advertising.

Discussion Outline

I. Divide into small groups of three or four persons per group. Give each group one copy of a recent issue of a popular magazine for teens and two copies of the Advertising Questionnaire handout (at the end of this section). Ask each group to select two ads in the magazine and to discuss and answer the questions about each ad.

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II. Ask one representative from each group to briefly present their conclusions about one or both of the ads critiqued by their group. Make tallies of the responses to each question (1?6).

A. Ask to the group to summarize the tallies. Likely responses are:

1 & 2. Most advertising models appear either normal weight or thin (rarely overweight or other than tall and lean).

3.Often the product and the body type of advertising models are in conflict (i.e.: slim people are eating unhealthy food or healthy-looking people are smoking)

4.Advertisers want people to think advertising models look good naturally, however most models rely on heavy makeup and/or computer-enhanced photography to look the way they do in an advertisement.

5.Most often advertising models appear to be having fun while using the product.

6. Whether the product is healthy or unhealthy, most advertising models appear thin and look as if they are having fun.

B. What messages do magazine, TV, and Internet advertisements send to people about body image? Possible responses may include, but are not limited to:

1.It is not OK to be overweight (or even to have a large body frame). 2.It is not OK to be shorter or have a stocky build. 3.Slim people are the norm. 4. There is an ideal body type that is illustrated in advertisements.

a. For women: Like a fashion model. b. For men: Lean, muscular, athletic. 5.If you want to have fun, achieving the ideal body type should be a goal. 6.Sometimes media messages may be reinforced by peers, friends, parents, family members, teachers, or coaches. III. Challenging the advertising myths.

A. Do you believe there really is an ideal body type?

B. Is it realistic for everyone to try to achieve the look of advertising models?

1.Everyone has a specific body type (including models), which is largely inherited.

2. For most people, achieving the appearance of advertising models is not a realistic goal.

3. There is no ideal body type. Ideally, everyone should strive to maintain a healthy weight and strive to be physically fit, whatever their body type.

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